Research on the effects of word processing software on the writing of elementary students has shown mixed results. While some studies have shown modest positive effects, other studies have shown that there is no clear difference in the quality of writing when using a word processor. This study examines differences in quality of writing and motivation for writing in elementary students with special needs. Students wrote under three conditions: using paper and pencil, using a word processor, and using a talking word processor. Data show that there is no clear difference in the quality of writing among the three methods. Student motivation for writing remained high throughout the 11-week study.